ESL Approaches and Methods

ESL Approaches and Methods

1. Approaches

   • Grammar Based
     • structure-based deductive
       • Grammar Based Approach
         • explicit grammar/rule based instruction
           • consistent error correction
             • memorization of grammar, rules, and vocabulary
               • practice use of grammar, rules, and vocabulary
     • teacher centered
     • used to be predominant teaching approach
     • behaviorism
     • Methods
       • Grammar-Translation Method
         • language rules presented
           • memorization of vocabulary
             • practice of rules and vocabulary through written text
         • focused on grammar accuracy
         • replaced by direct method
       • Direct Method
         • focused on repetition and memorization of language patterns
         • inferred grammar through guided instruction
           • teacher modeled/student practiced to internalize patterns
         • taught in context, use of somevisual aids
         • translating in students 1st language was a no no
       • Audiolingual Method
         • reinforced production and error correction through feedback
         • development of grammatical structure and vocabulary through practice
         • practice of pattern drills and dialougue
     • knowing structure of language instead how to use langauge
     • ineffective approach
   • Communicative
     • meaning-based inductive
       • learner interacts with environment
         • learner gathers comprehensible input
           • comprehensible input is put with newly presented material (ZPD)
             • self created language hypotheses are tested
               • language acquisition occurs
     • research/theory based
     • language is acquired through use of language in meaningful communication and experiences
     • social constructivisism
     • born with LAD, understanding of universal grammar
     • student centered
       • teachers provide language rich environment to foster language acquisition rather than error correction
     • Methods
       • Earlier Methods
         • silent way
           • learner is presented with linguistic situations
             • learner observes situation
               • learner describes situation in target language
           • teacher remains silent, encouraging learner to engage in communication
         • natural way
           • teacher creates comprehensible language to meet the ZPD of learners
           • comprehension outweighs production
           • language production comes in stages
           • language goals guide instruction
           • activities should lower affective filter
           • foundation for sheltered method instruction
         • suggestopedia
           • teacher creates relaxing environment (music)
             • learner reads in 1st language
               • teacher replaces 1st language text with target language and visual aids
                 • learners use scaffolding techniques to make sense of target language
           • criticized as memorization
       • Contemporary Methods
         • integrated content-based
           • curriculum is based on learners academic and linguistic needs
           • teaching across curriculum while emphasizing content and language objectives
         • sheltered instruction
           • integrates both content and language objectives in lesson
           • content is grade level with many scaffolding strategies used providing comprehensible input
           • widely implemented
           • 30 indicators of best practices
   • Cognitive
     • meaning-based inductive
     • structure and nature
     • lead to development of CALLA
     • types of knowledge
       • declarative knowledge = schemata = prior knowledge
       • procedural knowledge = production system = if/then
       • conditional knowledge = schemata = when, why, where
       • metacognitive knowledge = higher order thinking = acquired knowledge
     • long-term, short-term, & working memory
       • memory used to hold information to make sense of presented material
     • method
       • CALLA
         • enriches language
         • appropriate for all levels of proficiency
         • 3 major components
           • topics about domain content areas
             • development of CALP
               • explicit instruction
         • extensive contextual support & reduced linguistic demands
         • targets content/language acquistion & all 4 literacy domains
     • student centered

Bilder und Dateien der Mindmap